The global advance of capitalism in recent decades has triggered changes in the ways of
life, work and food of the populations, reflecting changes in the patterns of illness,
characterized by high morbidity and mortality from non-communicable chronic degenerative diseases (NCDs). In Brazil, the Health Academy Program represents one
of the main strategies to face the advance of NCDs Thus, aiming at strengthening it, the
Ministry of Health developed a face-to-face training based on the programmatic
contents of the program's technical notebook and aimed at building technical skills
related to program management, in partnership with the Federal University of Tocantins
(UFT). Based on this context, the present research analyzed the pedagogical process
developed in the face-to-face training applied in the state of Tocantins. It is a qualitative
educational research, using an action research methodology. For data analysis, we used
content analysis and document analysis techniques. The analysis of the construction
process of the technical notebook revealed an awareness-raising and dialogical
methodology with fundamental contributions to the enrichment and relevance of the
program content covered in presential training. About the construction of the
pedagogical process of classroom training, the findings showed a dialectical and
dialogical movement on the part of the responsible educational team. Regarding the
teaching-learning process, pedagogical trends were identified in line with the
theoretical-methodological framework proposed by educator Paulo Freire, on which
PNEPS-SUS is based.
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